Lesson Planning Form for Accessible Instruction (EDUC 309) Calvin College Education Program

Teacher Anna Minnema

Date May 2, 2017 Subject/ Topic/ Theme Joseph and His Colored Coat Grade ___3rd_____________

I. Objectives
How does this lesson connect to the unit plan?
Next story in the Bible or in the sequence of story-tellings

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

Choose the part of Josephs story that they believe shows Gods faithfulness (either to Joseph or to all the children of
An X
Israel)
Articulate at least 3 ways God provided for Joseph
U

Explain how God used Josephs brothers jealousy and sin for good Ap

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
Knows what faithfulness means and how it can be applied to a story
Able to write
Able to draw
Pre-assessment (for learning):
Telling the story
Formative (for learning):
Discussing parts of Josephs story: where God provided, jealousy
Formative (as learning):
Choosing a part of Josephs story that reflects Gods faithfulness
Summative (of learning):

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide Multiple Means of
Representation
Provide options for perception-
making information perceptible
Students will hear the story from
the teacher, they will see parts of it
in students drawings and hear other
parts in students examples
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Coloring a coat to help visualize
Josephs, some students will
draw parts of the story they
think is representative of
faithfulness. The Bible story
with be told using words that
are more age appropriate than
straight Biblical text.
Provide Multiple Means of Action
and Expression
Provide options for physical action-
increase options for interaction
Interact with discussion groups,
with the class as a whole in
conversation and physically with
playing the coloring game
Provide options for expression and
communication- increase medium
of expression
Drawing, discussing small
group, writing, talking in large
group
Provide Multiple Means of
Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students can talk in small groups
and in whole group. The can choose
to draw or write. A game in after
discussion will continue to hold
interest.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, mastery-
oriented feedback

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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Students can show term goals, monitor progress, and strategies, self-assessment &
comprehension in discussion, in modify strategies reflection
offering examples and through Students must reflect upon the
writing or drawing their story for faithfulness, they have
examples of faithfulness. the choice to draw or write a
paragraph. Students have the
choice of talking in just a small
group or offering examples to
the large group.
The Bible/ knowledge of the story
Paper, coloring supplies
Outline of a coat (could use the one attached as a guide or just free hand draw a coat) on a couple
poster boards: depending on the size of class there should be 2-4 groups
Markers or crayons that arent as important to use for the coloring race

The room should be arranged so that there is a big open space for students to sit for the story and then
How will your classroom have enough space to be able to play the coloring coat game. After this is over the classroom can be
be set up for this lesson? put back so students have the option of sitting at their desks

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Before telling the story, tell students to listen for
Motivation ways God is providing throughout the story.
10 (opening/ Tell the Story of Joseph and His Colored Coat Listen to the story of Joseph and be thinking about
introduction/ (Genesis 37-40) **Preferably the way I did it in ways God is providing for the characters in the
engagement) class** story.

Development
10 (the largest Split students into groups of 3-4 students. Have Think of the ways God provided for his people in
component or them discuss the ways they heard God providing the story of Joseph. Be able to explain the examples
main body of for the people of the story. that their group talked about.
the lesson) Have each group share at least one of the ways they
came up with for how God provided.
(i.e. God gave Joseph his own dreams to interpret,
God allowed Joseph to learn the ways of Egypt in
Potiphars house, God gave Joseph the gift of
interpreting dreams, God gave Joseph the gift of
leading people, etc.)

7 Talk about the jealousy in Josephs brothers. Ask Think of and give examples of some of the reasons
students to give examples of some of the reasons Josephs brothers were jealous. Then apply those
the brothers were jealous. actions to where God used them for a good

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 Ask students to explain how they saw how God outcome. Students need to analyze Josephs story to
used the jealous actions for His plan see how every action worked towards Gods good
(i.e. the brothers wanted to get rid of Joseph plan.
because they were jealous that he was the favorite
son, he had dreams that showed he would rule over
them, he didnt have to work the fields like they
did. God used Joseph in Egypt to help Pharaoh
during the famine and save the people of Egypt and
the people of Israel)

10-20 (THIS IS THE ACTIVITY TO BE CUT IF TIME

DOESNT ALLOW)
Put posters of outline of coats on the Students get to work together with their group to
whiteboard/wall. Split students into teams, line practice coloring Josephs colored coat.
them up behind a line that is a good distance away
from the poster. Each person takes a turn drawing a
stripe on the coat, the next person needs to get their
stripe at neatly as they can next to the first stripe
and so on until the whole coat is colored. Goal is
the be done first with the least amount of white
space.
10 Have students think back to the story told at the Think back through the story and see where God
Closure
beginning. Give each student a piece of paper and was faithful to a certain character or group of
(conclusion,
ask them to draw or write a paragraph about what characters. Draw or write a paragraph the example
culmination,
5 part of the story they saw Gods faithfulness. (may that most represents Gods faithfulness in the story
wrap-up)
need to give ideas or prompt some students) of Joseph.
Ask some students to share their drawings.

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